forward the great object designed by education, should by the teacher be at once given up. 3. Another law which experience has established as necessary for the perfecting of any of the arts is, _a fair and honest application of the successive discoveries of science to its improvement_.--This has been the uniform practice in those arts which have of late been making such rapid progress. The artist and mechanic are never indifferent to the various improvements which are taking place around them; nor do they ever stand apart, till they are forced upon their notice by third parties, or public notoriety. There is, in the case of the manufacturer, no nervous timidity about innovation; nor does he ever attempt to deceive himself by ignorantly supposing that the change can be no improvement.--Nor will he suffer himself to be deceived by others. His workmen are not allowed, to save themselves future trouble, to be careless or sinister in their trials of the improvement; for he knows, that however it may be with them, yet if his neighbour succeeds, and he fails, it may prove his ruin. Such also should be the conduct of the teacher. The time has now gone by when parents were ignorant, either of what was communicated at school, or the manner in which it was taught. The improvement of their children by education, has become a primary object with all sensible parents; and they will never again be satisfied with a school or a teacher, where solid instruction, and the most useful kind of knowledge are not imparted. Ameliorations in his art, therefore, is now as necessary to the teacher, as improvements in machinery are to the mechanic and the manufacturer. It will no longer do for him to say, "I can see no improvement in the change," if the parents of his pupils have been able to discover it; and the teacher who stands still in the present forward march of society, will soon find himself left alone. The practical Educationist, like the mechanician, ought no doubt to be cautious in adopting changes upon chance; but wherever an improvement in his art has been sufficiently proved by fair experiment or long experience, and particularly, when the principle upon which its success depends has been fully ascertained, his rejecting the change on the plea of inconvenience, or from the fear of trouble, is not only an act of injustice to the parents of his pupils, but is a wrong which will very soon begin to re-act upon his own interests. The effect of indifference to improvement in this, as in other arts, may not be felt for a time; but as soon as _others_ have made themselves masters of the improvements which he has rejected, the successive departure of his pupils, and the melting away of his classes, will at last awaken him to a sense of his folly, when it may be too late. Such has usually been the effect of remissness in the other arts; and the present state of the public mind in regard to education, indicates a similar result in similar circumstances.